dividing-whole-numbers-by-fractions-song-by-numberock

? Enjoy our growing library of math videos at https://www.numberock.com ?

Lesson Plan and Materials Below:

? VIDEO'S LESSON PLAN: https://www.teacherspayteachers.com/Product/DIVIDING-A-WHOLE-NUMBER-BY-A-FRACTION-Activity-Bundle-by-NUMBEROCK-2895438 ?

? NUMBEROCK DIGITAL LIBRARY ON SALE: https://www.teacherspayteachers.com/Product/Math-Worksheets-More-NUMBEROCK-Musical-Math-Workbook-and-Activities-Whole-Numbers-Into-Fractions-2200780 ?

A journey into medieval times is the perfect setting to learn how to divide a whole number by a fraction. Ivan is everyones favorite stone mason as he builds walls and seats from blocks of rocks for us to contemplate what it means to divide by a fraction. Meanwhile in the Kingdom there is a dragon afoot that threatens the peaceful learning process; yet, there is no reason to fear! A rapper knight has come to save the day, protect our wonderful stone mason teacher, and pledge his love to the princess of the land.

LYRICS

I took my blocks and built two walls.

In each wall one block was one fourth of them all.

Two divided by one fourth equals eight;

eight blocks to build the wall at my castle gate.

To divide a whole number by a fraction we start

by dividing the whole number into fractional parts.

Then count the number of fractional parts present;

and that will be the quotient.

Then I took my blocks and built three seats.

One block was one fifth of each.

Three divided by one fifth equals fifteen;

that’s how many blocks it took to build my seats.

When there’s a fraction we want to divide by,

we can flip the fraction and multiply.

Think of three divided by one fifth:

we’ll get the same answer if we multiply and flip.

So these expressions are equal, and we call

five over one, one-fifths reciprocal.

http://www.NUMBEROCK.com is a provider of educational videos for kids which was founded by an innovative 5th Grade teacher who envisioned a new kind of classroom where students got energized for math class. Parents of his students even noticed their children singing mathematics songs around the dinner table well beyond school hours.

We dare to believe that these math songs + videos can actually identify with elementary school children's increasingly finicky perception of what is cool and trendy. While each song is diverse in composition, most fit directly into the modern musical genres that excite young kids: genres such as Rap, R&B, Pop, Hip-Hop and even Reggae!

We're curious to see how these musical math videos will be used now that we have shared them with a broader audience. But whether you use these songs as a rich teaching resource or just to brighten up the school-day a bit, we hope that as our project continues you will eventually find a relevant song for each lesson plan and concept in the math curriculum taught throughout the academic year.

Our main goal is to make teaching and learning math more fun and more interactive. SchoolHouse Rock! and Flocabulary has done this in other subjects for us in the previous generations, and many of us still enjoy watching their YouTube Videos which teach us about Government, Science, and English amongst other subjects.

If you dig us, please subscribe in order to enjoy our ever-evolving library of videos and make l̶e̶a̶r̶n̶i̶n̶g̶ rocking numbers more fun and successful! http://goo.gl/3H3bJ6

This video addresses the following Common Core Standards:

CCSS.Math.Content.5.NF.B.7.a

Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.

CCSS.Math.Content.5.NF.B.7.b

Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.

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